Perspectives of D/HH-Students on Mainstream Higher Education: A Qualitative Study (2024)

van den Heuij, K. M. L., Neijenhuis, K. (2022). Perspectives of D/HH-Students on Mainstream Higher Education: A Qualitative Study. Journal of deaf studies and deaf education, 27(4), 385-398. https://doi.org/10.1093/deafed/enac020

van den Heuij, Kirsten M.L. ; Neijenhuis, Karin ; Coene, Martine. / Perspectives of D/HH-Students on Mainstream Higher Education : A Qualitative Study. In: Journal of deaf studies and deaf education. 2022 ; Vol. 27, No. 4. pp. 385-398.

@article{3ffafd93d8514083bc0eeb869790d83f,

title = "Perspectives of D/HH-Students on Mainstream Higher Education: A Qualitative Study",

abstract = "Social, contextual, and technological changes affected the educational context for students who are deaf or hard of hearing (D/HH) in higher education in many countries. Although, several barriers to academic success already have been identified, the perspectives of D/HH-students on inclusion, educational facilities, and support are important to overcome them. This interview-based qualitative study describes the perspectives of 32 D/HH-students in mainstream higher education in The Netherlands. Within the dichotomy of environmental factors and personal factors, data have been analysed. Students experienced social acceptance by others with typical hearing, although participating in social events sometimes caused feelings of loneliness or separation. Access arrangements and adjustments in educational programs were necessary to cope with the experienced fatigue, participate during lectures or increase speech intelligibility of the lecturer. Especially poor classroom acoustics and limited intelligibility of speech hampered students during lectures. Students expressed their dissatisfaction about the way access arrangements and adjustments were arranged, yet at the same time, they do not know what the requested help should look like. A co-created policy in which D/HH-students, student support officers, and institutional policy makers are involved, would support D/HH-students in mainstream higher education in The Netherlands and abroad in their needs.",

author = "{van den Heuij}, {Kirsten M.L.} and Karin Neijenhuis and Martine Coene",

note = "Publisher Copyright: {\textcopyright} The Author(s) 2022. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.",

year = "2022",

month = oct,

doi = "10.1093/deafed/enac020",

language = "English",

volume = "27",

pages = "385--398",

journal = "Journal of deaf studies and deaf education",

issn = "1465-7325",

publisher = "Oxford University Press",

number = "4",

}

van den Heuij, KML, Neijenhuis, K 2022, 'Perspectives of D/HH-Students on Mainstream Higher Education: A Qualitative Study', Journal of deaf studies and deaf education, vol. 27, no. 4, pp. 385-398. https://doi.org/10.1093/deafed/enac020

Perspectives of D/HH-Students on Mainstream Higher Education: A Qualitative Study. / van den Heuij, Kirsten M.L.; Neijenhuis, Karin; Coene, Martine.
In: Journal of deaf studies and deaf education, Vol. 27, No. 4, 10.2022, p. 385-398.

Research output: Contribution to Journal › Article › Academic › peer-review

TY - JOUR

T1 - Perspectives of D/HH-Students on Mainstream Higher Education

T2 - A Qualitative Study

AU - van den Heuij, Kirsten M.L.

AU - Neijenhuis, Karin

AU - Coene, Martine

N1 - Publisher Copyright:© The Author(s) 2022. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

PY - 2022/10

Y1 - 2022/10

N2 - Social, contextual, and technological changes affected the educational context for students who are deaf or hard of hearing (D/HH) in higher education in many countries. Although, several barriers to academic success already have been identified, the perspectives of D/HH-students on inclusion, educational facilities, and support are important to overcome them. This interview-based qualitative study describes the perspectives of 32 D/HH-students in mainstream higher education in The Netherlands. Within the dichotomy of environmental factors and personal factors, data have been analysed. Students experienced social acceptance by others with typical hearing, although participating in social events sometimes caused feelings of loneliness or separation. Access arrangements and adjustments in educational programs were necessary to cope with the experienced fatigue, participate during lectures or increase speech intelligibility of the lecturer. Especially poor classroom acoustics and limited intelligibility of speech hampered students during lectures. Students expressed their dissatisfaction about the way access arrangements and adjustments were arranged, yet at the same time, they do not know what the requested help should look like. A co-created policy in which D/HH-students, student support officers, and institutional policy makers are involved, would support D/HH-students in mainstream higher education in The Netherlands and abroad in their needs.

AB - Social, contextual, and technological changes affected the educational context for students who are deaf or hard of hearing (D/HH) in higher education in many countries. Although, several barriers to academic success already have been identified, the perspectives of D/HH-students on inclusion, educational facilities, and support are important to overcome them. This interview-based qualitative study describes the perspectives of 32 D/HH-students in mainstream higher education in The Netherlands. Within the dichotomy of environmental factors and personal factors, data have been analysed. Students experienced social acceptance by others with typical hearing, although participating in social events sometimes caused feelings of loneliness or separation. Access arrangements and adjustments in educational programs were necessary to cope with the experienced fatigue, participate during lectures or increase speech intelligibility of the lecturer. Especially poor classroom acoustics and limited intelligibility of speech hampered students during lectures. Students expressed their dissatisfaction about the way access arrangements and adjustments were arranged, yet at the same time, they do not know what the requested help should look like. A co-created policy in which D/HH-students, student support officers, and institutional policy makers are involved, would support D/HH-students in mainstream higher education in The Netherlands and abroad in their needs.

UR - http://www.scopus.com/inward/record.url?scp=85138459822&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85138459822&partnerID=8YFLogxK

U2 - 10.1093/deafed/enac020

DO - 10.1093/deafed/enac020

M3 - Article

C2 - 35810000

AN - SCOPUS:85138459822

SN - 1465-7325

VL - 27

SP - 385

EP - 398

JO - Journal of deaf studies and deaf education

JF - Journal of deaf studies and deaf education

IS - 4

ER -

van den Heuij KML, Neijenhuis K, Coene M. Perspectives of D/HH-Students on Mainstream Higher Education: A Qualitative Study. Journal of deaf studies and deaf education. 2022 Oct;27(4):385-398. Epub 2022 Jul 9. doi: 10.1093/deafed/enac020